Struggling Readers
Published on Mar 08, 2016
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PRESENTATION OUTLINE
Struggling Readers
GSSD SST Presentation
Think about a struggling reader you have worked with. What makes a struggling reader? Share with a partner.
Photo by Chrissy Johnson1
Learning Targets
- review miscue analysis
- explore resources for struggling readers
- investigate strategies and goals to help our struggling readers
-miscue analysis takes practice but can be very informative in searching for why readers are struggling
-many resources are at our fingertips that we may not be aware of
-some simple strategies can be very powerful
Slides 1-4 5 minutes
-many resources are at our fingertips that we may not be aware of
-some simple strategies can be very powerful
Slides 1-4 5 minutes
Photo by cliff1066™
"People who, for one reason or another misapprehend the reading process and have not put a reading system together that adds up to meaning; these are our struggling readers."
How do readers process text? How do readers solve words and make meaning of print?
-using sources of information
-by using their repertoire of "in the head" strategies
Randy Bomer and Katherine Bomer For a Better World: Reading and Writing for Social Action
-using sources of information
-by using their repertoire of "in the head" strategies
Randy Bomer and Katherine Bomer For a Better World: Reading and Writing for Social Action
Photo by jann_on
MSV
-need to use all of these sources together (word solving in the middle since decoding is just visual)
-Marie Clay said really only 20% of readers are struggling. These students will have trouble developing this network of strategies unless you teach for strategies.
-many children (80%) will form a network no matter what program/etc is used.
-assessment is key. Finding out what reading behaviors students have a handle on and which they are neglecting.
-Marie Clay said really only 20% of readers are struggling. These students will have trouble developing this network of strategies unless you teach for strategies.
-many children (80%) will form a network no matter what program/etc is used.
-assessment is key. Finding out what reading behaviors students have a handle on and which they are neglecting.
Analysis of Errors
-review video (red system) Analyzing the Reading Record 0:00-6:03
-refer to GSSD guide to miscue analysis
-one way to find where a student in struggling is to analyze errors
-this can be in collaboration with the classroom teacher, and can start with the F and P record
-more than one record will give more about patterns
-can be Fountas and Pinnell reading record or reading record of familiar (2nd read) text at their level. This gives the most information about what strategies and behaviors are in place.
Slides 5-7 20 minutes
-refer to GSSD guide to miscue analysis
-one way to find where a student in struggling is to analyze errors
-this can be in collaboration with the classroom teacher, and can start with the F and P record
-more than one record will give more about patterns
-can be Fountas and Pinnell reading record or reading record of familiar (2nd read) text at their level. This gives the most information about what strategies and behaviors are in place.
Slides 5-7 20 minutes
Watch this...
Watch video Serenity. (red system) 0-3:12 Give participants reading record from Serenity.
Take note of reading behaviors you notice.
After you will have an opportunity to do miscue analysis and review her reading record with a partner.
Take note of reading behaviors you notice.
After you will have an opportunity to do miscue analysis and review her reading record with a partner.
Photo by John-Morgan
Now What?
- What patterns have you noticed? What behaviors are shown?
- What is the student neglecting? What prompts might you use?
- What does he do at the point of difficulty?
- What does the child need to learn? How will you know if the child "took on" what you are teaching for?
Remember to prompt for the systems that student is neglecting.
Consider prompting guide, guide for noting, continuum, GSSD prompting sheets.
Collaboration with teacher
-review Serenity's record
-do MSV
-consider behaviors etc.
-make a plan (use of prompting guides, guide for noting etc.)
Here's what, so what, now what, then what.....
After working on _______, she will be able to ________.
Creating Active Readers
- Use visual scaffolds
- Be aware of language used
- Know when to use heavy and light prompts
- Accept approximations
- Make meaning front and center
- Give wait time for problem solving
- Scaffold don't rescue
To create Active Readers:
Use visual scaffolds (connect with classroom)
Be aware of language used (prompting, connecting with others who read with the student)
Understand heavy and light prompts
Make meaning front and center
Accept approximations
Explain each bullet and how it affects students we read with.
Slides 8-10 10 minutes
Use visual scaffolds (connect with classroom)
Be aware of language used (prompting, connecting with others who read with the student)
Understand heavy and light prompts
Make meaning front and center
Accept approximations
Explain each bullet and how it affects students we read with.
Slides 8-10 10 minutes
Photo by regan76
Comprehension
- discussions with student
- self-monitoring behavior
- self-corrections
- word substitutions
- child's phrasing
Prompting Guide 2 can assist you in creating goals for students around comprehension. Fluency is also addressed in the prompting guide (6 dimensions)
We will talk further of other resources as well....
Comprehension is not marked/coded on reading record However....
-discussions with student
-self-monitoring behaviors
-self-corrections
-word substitutions
-child's phrasings
We will talk further of other resources as well....
Comprehension is not marked/coded on reading record However....
-discussions with student
-self-monitoring behaviors
-self-corrections
-word substitutions
-child's phrasings
Photo by The Real Estreya
Think about it...
Participants read excerpt from CHOICE literacy. Are you....
Turn and Talk
5 minutes
Could take this out if time is a factor....
Photo by ** RCB **
Check this out...
TAB Pg. 498 (intervention)
TAB Pg. 293 to 295 (reading and writing)
When Readers Struggle
Pg. 426...additional prompts
Intervention template (from When Readers Struggle)
Ch. 14 Teaching for Problem Solving
Slides 11-12 10 minutes
TAB Pg. 293 to 295 (reading and writing)
When Readers Struggle
Pg. 426...additional prompts
Intervention template (from When Readers Struggle)
Ch. 14 Teaching for Problem Solving
Slides 11-12 10 minutes
Photo by Ken Whytock
Resources
MSV checklists-goals for students (more specific)
The Literacy Continuum (create goals for readers) Support to teachers (section on writing)
When Readers Struggle (highlighted a few areas)
Prompting Guides 1 and 2
Levelled texts (see chart)
Word Study resources 1/2 (early literacy assessments) Please investigate as these can be powerful in finding gaps. Lessons can be used in small groups.
SHOW DOCUMENTS ON PORTAL IF TIME ALLOWS
Struggling readers need scaffolding, teaching and prompting.
Use of levelled texts in conjunction with reading records and the information gathered by this assessment can be very powerful in moving struggling readers along.
The Literacy Continuum (create goals for readers) Support to teachers (section on writing)
When Readers Struggle (highlighted a few areas)
Prompting Guides 1 and 2
Levelled texts (see chart)
Word Study resources 1/2 (early literacy assessments) Please investigate as these can be powerful in finding gaps. Lessons can be used in small groups.
SHOW DOCUMENTS ON PORTAL IF TIME ALLOWS
Struggling readers need scaffolding, teaching and prompting.
Use of levelled texts in conjunction with reading records and the information gathered by this assessment can be very powerful in moving struggling readers along.
